Individual Differences Research

Journal Menu

Individual Differences Research > Volume 12, Issue 4-A (2014) > 153-169

Examining the Relation Between Academic Rumination and Achievement Goal Orientation

Martin Van Boekel, Joan M. Martin

Abstract

The current study is a first step in demonstrating a relationship between academic rumination and achievement goal orientations. One hundred and ninety-six first year undergraduate students completed measures of depressive symptoms (BDI), achievement goal orientation (PALS) and rumination (MDRS). Hierarchical regression analysis revealed that participants adopting performance-avoid goals were more likely to engage in brooding and reflective ruminative responses to stressful academic situations. By contrast, those who reported adopting mastery goal orientations were more likely to report lower brooding scores in stressful academic situations. Further analysis revealed that the relation between academic rumination and achievement goal orientation extended beyond a shared relationship with depressive symptoms. These findings may help to inform motivational intervention programs that assist students in adopting mastery goals as well as coping with stressful academic situations.